The Many Faces of Immigration

field_image
print, The Americanese wall, 1916, LOC
Question

During the period from 1877 to 1925, what groups opposed immigration and who attempted to help immigrants?

Answer

“Immigration of some kind,” the historian John Higham has written, “is one of the constants of American history, called forth by the energies of capitalism and the attractions of regulated freedom.” This constancy did not preclude alternating periods of accelerating and waning nativism—a term understood best, Higham asserted, “as intense opposition to an internal minority on the ground of its foreign (i.e., ‘un-American’) connections.”

The half-century between the mid-1870s and the mid-1920s is a distinctive period in immigration history. As masses of immigrants arrived in the U.S. (nearly 24 million between 1880 and 1924), currents of intensifying nativism alternated with periods of decline until the spread of race-based nativism in the early 20th century led ultimately to the passage of legislation that severely restricted the numbers and types of immigrants entering legally. In charting the ebbs and flows of nativism, Higham’s classic study, Strangers in the Land: Patterns of American Nativism, 1860-1925, details two periods of national crisis: from 1886 to 1896, when immigration was linked with class conflict; and World War I, when cultural conformity became imperative to impose on immigrant groups who were viewed as threats to national unity.

Class Conflict Breeds Anti-Immigration Sentiments

During the first period of crisis, a number of groups sought restrictive immigration policies. Middle-class reformers and business leaders worried that polarization during a period of intense capital-labor strife threatened social stability; while native workingmen feared that immigrants competing for jobs would drive down wages. Most importantly for the future, “the amorphous, urban and semi-urban public,” consisting of “petty businessmen, nonunionized workers, and white-collar folk”—in Higham’s analysis, “rootless ‘in-betweeners’”—whose sense of danger grew into hysteria as increasing outbreaks of strikes and boycotts led them to identify immigrants with radicalism. Anti-immigrant hysteria flared up repeatedly throughout this period and afterward until restrictive legislation was ultimately enacted.

Anti-immigrant hysteria flared up repeatedly throughout this period. . . .

In eastern cities, anti-radical and anti-Catholic patriotic societies blamed immigrants for problems in schools and city government. The phenomenon spread nationwide when nativism arose in rural areas of the South and West. As new immigrants from southern and eastern Europe arrived in great numbers, patrician intellectuals and the Republican party, imbued with Anglo-Saxon ideology, pushed for restrictionist legislation. After Republicans won the 1896 election and the period of economic depression subsided, the national mood of crisis ebbed and the drive for restrictive legislation sputtered.

During the period of waning nativism that followed, progressives in the social settlement movement came to appreciate immigrants for values they might add to the national culture. Immigrant groups became influential forces in the Democratic and Republican parties. Politicians courted the immigrant vote, and with new immigrants comprising more than one third of the workforce in principal industries, corporate leaders shifted their stance and organized resistance to restrictive legislation.

At the same time, racially-based ideological beliefs gained force in other segments of society. Scientists promoted eugenics. Anti-Catholicism became an outlet for some former rural populists and progressives who blamed the Catholic Church when their hopes were not fulfilled. During the first quarter of the 20th century, racial nativism grew steadily in these segments.

American Emphasis on Cultural Conformity

By 1914, the immigration restriction movement had strengthened in the South and West among the native-born working class and patrician intellectuals. On the West Coast, Japanese immigrants faced the same racial anxieties that infected attitudes toward Mediterranean and eastern European peoples in the east. However, restriction legislation failed to pass because the issue still was not felt deeply throughout the rest of the country, and strong opposition came from immigrant groups and big business organizations. Presidents Taft and Wilson vetoed literacy test bills, but in February 1917, Congress overrode the veto to enact the first law that prohibited immigration by adults unable to read.

During World War I, preparedness societies led the nativism movement.

During World War I, preparedness societies led the nativism movement. Simultaneously, an Americanization movement spread among churches, schools, fraternal orders, patriotic societies, civic organizations, chambers of commence, philanthropies, railroads, industries, and some trade unions with the goal of achieving a more tightly-knit nation through the assimilation of immigrants.

After the war and during the “Red Scare” that followed, the progressive ideal that America would steadily improve due to “immigrant gifts” lost credence. While immigrant groups actively continued to campaign against restrictive legislation, most of the other groups that had earlier opposed restriction now stood passively by as forces driven by anti-Semitism and anti-Catholicism, such as the Ku Klux Klan, intensified the “war-born urge for conformity.”

President Harding signed an initial immigration quota system into law in 1921. It marked, in Higham’s view, “the most important turning-point in American immigration policy.” Immigration quotas were established based on national origins: for each nationality, three percent of the number of foreign-born persons living in the U.S. in 1910 were allowed to enter the country. Passage of the law, Higham states, “meant that in a generation the foreign-born would cease to be a major factor in American history.” In 1924, a new law was enacted whereby quotas for each national group fell to two percent of the number of foreign-born living in the U.S. in 1890, a time when immigrant groups from southern and eastern Europe represented a much smaller percentage of the population than in 1910.

Higham’s critics have noted that his analysis in Strangers does not do justice to the situation of immigrants from Asia and Mexico. More recent scholarship (some of which is listed below) has investigated nativism with regard to these other groups of immigrants and relations amongst various immigrant groups. Newer studies also have focused more closely than Higham on the immigrant groups themselves and have examined immigration from comparative and global perspectives.

Bibliography

Barrett, James R., and David Roediger. “Inbetween Peoples: Race, Nationality and the ‘New Immigrants.” Journal of American Ethnic History 16 (Spring 1997): 3-44.

Barrett, James R., and David Roediger. “The Irish and the ‘Americanization’ of the ‘New Immigrants’ in the Streets and in the Churches of the Urban United States, 1900-1930.” Journal of American Ethnic History 24 (Summer 2005): 3-33.

Benton-Cohen, Katherine. “Other Immigrants: Mexicans and the Dillingham Commission of 1907-1911.” Journal of American Ethnic History 30 (Winter 2011): 33-57.

Bodnar, John. “Culture without Power: A Review of John Higham’s Strangers in the Land.” Journal of American Ethnic History 10 (Fall 1990-Winter 1991): 80-86.

________. The Transplanted: A History of Immigrants in Urban America. Bloomington: Indiana University Press, 1985.

Gamio, Manuel. Mexican Immigration to the United States. New York: Arno Press and The New York Times, 1969.

Harvard Encyclopedia of American Ethnic Groups, ed. Stephan Thernstrom. Cambridge, MA: Belknap Press of Harvard University Press, 1980.

Higham, John. “The Amplitude of Ethnic History: An American Story.” In Not Just Black and White: Historical and Contemporary Perspectives on Immigration, Race, and Ethnicity in the United States, ed. Nancy Foner and George M. Fredrickson, 61-81. New York: Russell Sage Foundation, 2004.

________. “Another Look at Nativism.” Catholic Historical Review 44 (June 1958): 147-58.

________. Strangers in the Land: Patterns of American Nativism, 1860-1925. 2nd ed. New Brunswick, NJ: Rutgers University Press, 1988.

Jacobson, Matthew Frye. Barbarian Virtues: The United States Encounters Foreign Peoples at Home and Abroad, 1876-1917. New York: Hill and Wang, 2000.

Lee, Erika. At America’s Gates: Chinese Immigration during the Exclusion Era, 1882-1943. Chapel Hill: University of North Carolina Press, 2003.

Martin, Susan F. A Nation of Immigrants. Cambridge, UK: Cambridge University Press, 2011.

Peck, Gunther. “Reinventing Free Labor: Immigrant Padrones and Contract Laborers in North America, 1885-1925.” In American Dreaming, Global Realities: Rethinking U.S. Immigration History, ed. Donna R. Gabaccia and Vicki L. Ruiz, 263-83. Urbana, IL: University of Illinois Press, 2006.

Roediger, David, and James Barrett. “Making New Immigrants ‘Inbetween’: Irish Hosts and White Panethnicity, 1890-1930.” In Not Just Black and White: Historical and Contemporary Perspectives on Immigration, Race, and Ethnicity in the United States, ed. Nancy Foner and George M. Fredrickson, 167-96. New York: Russell Sage Foundation, 2004.

Ueda, Reed. “Historical Patterns of Immigration Status and Incorporation in the United States.” In Gary Gerstle and John Mollenkopg, eds. E Pluribus Unum? Contemporary and Historical Perspectives on Immigrant Political Incorporation. New York: Russell Sage Foundation, 2001.

Ueda, Reed. “An Immigration Country of Assimilative Pluralism: Immigrant Reception and Absorption in American History.” In Klaus J. Bade and Myron Weiner, eds. Migration Past, Migration Future: Germany and the United States. Providence: Berghahn Books, 1997.

An Ear for the Past: The National Jukebox

Date Published
Image
Poster, New Victor records of popular patriotic selections, 1917, LoC
Article Body

You don't have to look far to see how important music is to modern American life. Young people (as well as adults) talk about music, listen to music, download music, remix music, share music, and define themselves by music. In classrooms across the country, MP3 players and pop-tune ringtones give students' musical tastes away (and get them in trouble). But has music always been this personal, portable, and repeatable?

Ask your students to think back. Do they remember a time when music wasn't something you could own? When they, someone in their family, or someone they knew didn't have an MP3 player—or a CD, tape, or record player?

Before the birth of the recording industry, you could buy sheet music and learn how to perform musical pieces for yourself—but that was it. An individual performance was ephemeral, literally once in a lifetime.

When the recording industry took off, music became an object. Now you could buy and trade moments in musical time, preserved forever. You could listen to artists who lived far away from you, whom you might never see live. You could listen to your favorite performances again and again. You could even sell music, without having to worry about arranging performances. One song sung once by one artist could earn money for months or years to come. Sound become solid, something that could be passed from hand to hand—and preserved.

Exploring the Jukebox
Sound become solid, something that could be passed from hand to hand—and preserved.

On May 10, 2011, the Library of Congress launched its National Jukebox, an online archive of more than 10,000 recordings from 1901–1925. According to the website, Library of Congress staff worked throughout 2010 to digitize this massive collection of Victor Talking Machine Company recordings (Victor, now RCA, is one of the oldest record companies in existence, according to the Library of Congress's blog entry announcing the launch of the Jukebox).

You can browse the recordings by vocal artist, composer, lyricist, language, place or date of recording, target audience, label, category, or genre. And if you find some music you'd like to remember? Add it to your playlist in the site's pop-up player. Now you can listen to it while you browse other sites, email it to yourself to listen to later, or share it with others on social media sites or by embedding it in a blog or website.

Students and the Jukebox

While exploring the Jukebox is entertaining in its own right—I just spent two minutes listening to humorous singer Burt Shepard trying to lure a lost cat home—it also makes invaluable primary sources easily accessible.

Teaching about the rise of ragtime and jazz? Make a playlist of famous (and less famous) songs and artists and share it with your students.

How about the invention of the airplane? The Haydn Quartet's "Up in My Aeroplane" can give students an idea of the romance and novelty of flight six years after the Wright Brothers' first successful test run.

World War I? "Hooray, the war is over!" sings Harry Lauder in 1918; months earlier, baritone Reinald Werrenrath remembered the U.S.'s debt to Lafayette and to embattled France.

Pick a time period, a genre, an artist, a word—and go looking! There's something in this storehouse to accompany almost any topic from 1901–1925, if you look hard enough. Use the recordings to grab your students' attention—or ask them to analyze or compare music and lyrics. What do the words (if you choose a vocal piece) say? What emotions does the piece seem to seek to evoke? When was it recorded? Where? Who audience did the composer, artist, or publisher have in mind?

Finding music by topic can be difficult, as none of the pieces have transcriptions, but a little creative searching should leave you with at least a handful of catchy new sources to play with. Watch for more to come—the Library of Congress adds new content monthly, and it hopes to provide content from other Sony labels, such as Columbia and Okeh, in the future.

For more information

Looking for guidelines for music analysis? Professors Ronald J. Walters and John Spitzer introduce you to using popular song as a source in Using Primary Sources, and scholar Lawrence Levine demonstrates historical analysis of two blues songs.

Professor of social studies/history education Anthony Pellegrino's blog entries have ideas for exploring music in the classroom, too.

African-American Perspectives: Pamphlets from 1818-1907

Image
Image, Pamphlets from the Daniel A. P. Murray Collection, 1818-1907
Annotation

Nineteenth-century African American pamphlets and documents, most produced between 1875 and 1900, are presented on this website. These 350 works include sermons, organization reports, college catalogs, graduation orations, slave narratives, Congressional speeches, poetry, and play scripts.

Topics cover segregation, civil rights, violence against African Americans, and the African colonization movement. Authors include Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, Benjamin W. Arnett, Alexander Crummel, and Emanuel Love. Publication information and short content descriptions accompany each pamphlet.

The site also offers a timeline of African American history from 1852 to 1925 and reproductions of original documents and illustrations. A special presentation "The Progress of a People," recreates a meeting of the National Afro-American Council in December 1898. This is a rich resource for studying 19th- and early 20th-century African American leaders and representatives of African American religious, civic, and social organizations.

An American Family: The Beecher Tradition

Image
Photo, Picture of the Beecher family, Matthew Brady, c. 1850
Annotation

This exhibit, based on an exhibit at the William and Anita Newman Library of the City University of New York, explores the history of the Beechers, a New England family influential in religious, abolitionist, and women's rights movements. The site provides 500-word biographies, photographs, and excerpts from letters for seven members of the Beecher family, beginning with patriarch Lyman Beecher, Presbyterian minister and President of Lane Theological Seminary in Cincinnati. It also profiles Lyman's two wives; five of his children, including Harriet Beecher Stowe, author of Uncle Tom's Cabin and more than 30 other works; and his great-granddaughter Charlotte Perkins Gilman, women's rights activist and author of Women and Economics. The site also offers links to six related websites and a bibliography of six related scholarly works. It is a good resource for those researching abolitionism, women's rights, or the lives of the Beechers.

Constitution Day 2010

Date Published
Image
Photo, recommended reading, March 18, 2008, neon.mamacita, Flickr
Article Body

Every September 17, Constitution Day calls on teachers to memorialize—and critically engage with—Constitutional history in the classroom. But what approach to the Constitution should you take? What quality teaching resources are available? How can you interest your students in a document that is more than 200 years old?

In 2008, Teachinghistory.org published a roundup of Constitution Day resources. Many of those resources remain available, but online Constitution Day content continues to grow. Check out the sites below for materials that recount the Constitutional Convention of 1787, compare the Articles of Confederation with the Constitution, explore U.S. Supreme Court cases that have interpreted the Constitution, and apply the Constitution to contemporary debates.

Online Resources

The Library of Congress's Constitution Day page collects the full text of the Constitution, Bill of Rights, and Amendments, as well as the Federalist Papers and the Articles of Confederation. Lesson plans for grades 6–12 accompany the documents. The page also includes short suggested reading lists for elementary, middle, and high school, and links to relevant Library of Congress American Memory collections, such as Documents from the Continental Congress and the Constitutional Convention and the papers of James Madison, George Washington, and Thomas Jefferson. Also check out the Library's collection of primary sources "Creating the United States."

You can find an elegant, simple presentation of the Constitution on the National Archives' Constitution Day page. Check out their high-resolution PDF of the original document, part of NARA's 100 Milestone Documents exhibit.

If the Constitution is proving a difficult read for your students, try the National Constitution Center's Interactive Constitution. Search the text by keyword or topic, and click on passages that are unclear to find explanatory notes from Linda R. Monk's The Words We Live By: Your Annotated Guide to the Constitution. The Constitution Center also offers its own Constitution Day page, with a short video on the creation of the Constitution, interactive activities, and quizzes.

If you're not already familiar with EDSITEment, created by the National Endowment for the Humanities, take a look through their extensive collection of lesson plans. A quick search reveals more than 90 lessons related to the Constitution.

Interested in bringing home to students the Constitution's importance today? The New York Times' Constitution Day page links current events to the Constitution in more than 40 lesson plans. The Times also invites students to submit answers to questions such as "Should School Newspapers Be Subject to Prior Review?" and "What Cause Would You Rally Others to Support?"

Can't find anything here that sparks your interest or suits your classroom? Many more organizations and websites offer Constitution Day resources, including the Bill of Rights Institute, the American Historical Association, Annenberg Media, and Consource. (Check out our Lesson Plan Reviews for a review of a lesson plan from Consource on the Preamble to the Constitution.)

Sourcing a Primary Document

Image
Engraving, "Eureka," 1866, Library of Congress
Article Body

This historian think aloud shows a historian reading an edited statement by the American Federation of Teachers (AFT) regarding the 1925 Scopes Trial. Specifically, this 73-second video shows a historian considering the source of this document and generating questions, before launching into the document’s contents.

The accompanying audio commentary, Using the Think-Aloud, points out what the historian is doing so viewers can see why her questions and processes are called historical thinking. These two features work together to help viewers visualize thinking processes that are usually implicit and hidden.

American Originals Part II

Image
Speech notes, John F. Kennedy, Remarks of June 26, 1963
Annotation

A presentation of more than 25 "of the most treasured documents in the holdings of the National Archives" with 10 contextual essays of up to 300 words in length. Arranged in chronological sections, corresponding to eras suggested by the National Standards for History, this site provides facsimile reproductions of important documents relating to diplomacy, presidents, judicial cases, exploration, war, and social issues. Includes the Treaty of Paris ending the American Revolutionary War (1783); receipts from the Lewis and Clark expedition (1803); the judgment in the Supreme Court's Dred Scott Decision (1857); Robert E. Lee's demand for the surrender of John Brown at Harper's Ferry in 1859; the Treaty of 1868 with the Sioux Indians; an 1873 petition to Congress from the National Woman Suffrage Association for the right of women to vote, signed by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton; and a 1940 letter from student Fidel Castro to Franklin D. Roosevelt asking for a ten-dollar bill. Provides links to teaching suggestions for two of the documents. A good site for introducing students to a variety of the forms of documentation accumulated in the collections of the Archives.

Stop and Source!

Image
photography, Jonathan with a ball, c. 1957 digitized 23 May 2010, Flickr CC
Question

I am teaching first grade. As part of the lesson I am going to put photographs of families from the 1900s into an album and ask the students how these families are the same or different than their own families. Any suggestions on how to spice this up?

Answer

Before you place photos in an album and make comparisons, use your pictures to introduce an activity called Stop and Source. Sourcing refers to taking inventory of the creator, date, place, and type of a piece of evidence in order to “read” it more accurately. Sourcing is an essential skill for critical analysis and information literacy. As soon as children have books read aloud to them or look at pictures, they can be introduced to the concept that all texts, written or visual, have a creator and a time when they were made.

  1. Choose pictures for which you have some source information such as the date taken, the photographers’ names or where they were taken, etc. You may wish to use pictures from the late 1800s to make a bigger contrast with today.
  2. Project a long ago picture with an overhead or interactive board and ask your students to describe what they see.
  3. Next, project a picture from today and again ask your students to describe what they see.
  4. Ask your students what is different about the pictures.
  5. Ask your students why these things are different.
  6. Next, share the available source information for the pictures with your class, such as:
    • WHO took the picture?
    • WHEN was the picture taken?
    • WHERE was the picture taken?
  7. After you share the source information for each picture, ask your students if the dates are the same or different, if the places and photographers are the same or different, etc. Could differences in time and place that we find in the source information begin to explain some of the differences in the pictures?
  8. To help your students remember to always look for sourcing information when they read a book or look at a picture, teach them to Stop and Source with a kinetic activity. Ask them to stand up, raise a hand to their shoulder, palm out, then push it forward as they say “Stop and Source!” Do this a few times, then return to your activity.
  9. Project another photo and ask your class what to do first. Hopefully they will say “Stop and Source!”
  10. Repeat the comparison of a pair of pictures from long ago and today.

This activity will help your students begin to develop a sourcing habit, and understand that source information helps us “read” pictures accurately.

Bibliography

Wineburg, S. and D. Martin. "Seeing Thinking on the Web." The History Teacher 41(3) (2008).

For more information

The Bringing History Home project's Source, Observe, Contextualize, Corroborate Visual Image Analysis Guide can help guide your students' sourcing.

Or check out this Ask a Master Teacher by Teachinghistory.org on using scrapbooking in the history classroom.

America on the Move, Part One: Migrations, Immigrations, and How We Got Here

Description

Students and Smithsonian National Museum of American History curators give a tour of the exhibition "America on the Move," which looks at how immigration and migration impacted American history and at the role of various forms of transportation.

To view this electronic field trip, select "America on the Move, Part One: Migrations, Immigrations, and How We Got Here" under the heading "Electronic Field Trips."

Civics Online

Image
Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
Annotation

This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.